1. education
2. school

Appendix H-SCHOOL COVER SHEET - Transformation Model
School Name: Orchard Knob Middle
Address: 500 North Highland Park Avenue
Chattanooga, Tenn. 37404
District Point of Contact (POC)
Name & Position: Le Andrea Ware – Innovation
Zone Director
Phone#: 423-209-8421
Email Address: [email protected]
School Number: 0200
Title I Status:
__X__ School-wide Program
_____ Targeted Assistance Program
___ _Title I Eligible School
Year the school entered Priority status: 2009
Principal's Name SY 2012-13:
(Indicate TBD if unknown at this time.)
Crystal Sorrells
Waiver Request(s):
Phone # 423-493-7793
__X__ Not Requested for this School
_____ Requested for this School
Email Address: [email protected]
Amount the LEA is requesting from SY 2012-13 School Improvement Funds for the next three
years for this school*:
* Each year--not to exceed $2 million
Pre-Implementation Activities Year 1
Year 1: SY 2013-14 excluding preimplementation
Year 2: SY 2014-15
Year 3: SY 2115-16
Three Year Total Budget
$0
$399,448
$400,000
$400,000
$1,199,448
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TDOE SIG Application
Appendix H
School Level Descriptive Information
1. School Comprehensive Needs Analysis:
Using the analysis of the data in the areas below, provide a summary and conclusion for each of the areas as indicated.
Using the needs assessment, each LEA is required to select an intervention for each school.
Scho
Name: ORCHARD KNOB MIDDLE SCHOOL
Intervention Model - TRANSFORMATION
Provide a minimum of two years of data where indicated.
Provide a summary and conclusion of the analysis of each area.
1. Student Profile Data
2010-11
Total student enrollment
Grade level enrollment
357
6th-118
7th-121
8th-118
Number of students in each subgroup
(List applicable subgroups below.)
Economically Disadvantaged
Students with Disabilities
Black
Mobility (%) - Entrants, Withdrawals
Attendance %
Suspensions (#)
Expulsions (#)
AP, IB, and Dual Enrollment (#)
Graduation Rate
353
60
350
.57%
93%
315
22
n/a
n/a
Enroll Although student enrollment at Orchard Knob Middle School (OKMS) began to decline
2011-12
339
dramatically three years ago due to NCLB transfers, from 2010-11 to 2011-12, there was an
6th-118
overall decrease in enrollment of only 18 students. There was also a significant decline of 19
7th-121
students in the eighth grade class enrollment during the same time period. There were 118
8th-99
students in 6th grade in 2010-11 and 121 students in 7th grade the following year. However, there
were 118 students in 7th grade in 2010-11, but only 99 in 8th grade the next year. The mobility
rate decreased 0.42% over the two years, however, the average daily attendance rate dropped by
339
4%. There is significant overlap in our African-American and economically disadvantaged
56
subgroups, while students with disabilities represent about 17% of our population. As a result of
324
the repeal of No Child Left Behind transfers this year (2012-13), OKMS enrollment has shown
significant growth to a current enrollment of 393 students. This growth is most pronounced in
-0.15%
the sixth grade class where the number of students increased from 118 to 148. In addition to an
89%
enrollment increase, OKMS is increasingly growing more diverse. The culture and climate of
379
OKMS also continues to improve as evidenced by the decrease in classroom and hallway
2
disruptions, SWPBS (School Wide Positive Behavior Support) data on office discipline referrals,
n/a
and a decrease in major violent acts and arrests as documented by the School Resource Officer.
n/a
We attribute these changes to SWPBS, which is designed to develop a positive school climate
and increase student attendance. OKMS will strategically create an in-house transition plan to
address mobility issues and students entering or leaving throughout the year. We will also work
to secure a consistent staff and collectively establish a school-wide positive behavior plan.
There is a need to focus more attention on improving the persistent student attendance issues,
mobility rate, and suspensions to continue to foster an environment and conditions conducive
for learning.
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Appendix H
2. Staff Profile Data
Principal – Crystal Sorrells
Length of time in position; 1 year and
9 weeks
Provide a summary and conclusion of the analysis of each area.
Principal turnover has been an issue over the past five years. The current principal, Crystal Sorrells, has been at the school
for one year and nine weeks. Her prior leadership experience includes eight years in school administration in the
Charlotte-Mecklenburg Schools. During her short time at OKMS, she has made significant positive changes in our
school-wide culture by implementing a differentiated professional development plan, increasing training in classroom
management, increasing student incentive options. She has also utilized embedded motivational/academic time outside of
the regular instructional block to set the stage for strengthening teacher-student relationships and academic achievement.
Ensuring stable administrative leadership at OKMS is imperative to our academic success.
Teaching Staff
There
Number of years experience in profession
1. 1 to 3
2. 4-10 years
3. 11-20 years
14
9
6
43.8%
28.1%
18.8%
3
9.4%
4. 21+ years
OKMS struggles to maintain stability in our school-based staff. At the beginning of the 2011-12 school year, OKMS
welcomed thirteen new teachers to the school, while seeking to fill two math positions, two long-term substitute teachers,
and three teacher resignations. Moreover, since the beginning of the 2012-13 school year, OKMS has had five teacher
resignations, which certainly increase the instability of the learning environment. In general, it has been difficult to fill
vacancies at OKMS, due in part to the school’s reputation as a challenging place to work. Among those staff members
who we have retained, fourteen teachers out of thirty teachers (43.8%) have less than 3 years experience in the profession.
While many of these teachers are certainly dedicated to their jobs, their lack of experience with curriculum and content,
inability to differentiate instruction due to a limited repertoire of teaching strategies, and poor classroom
management/classroom behavior management strategies, still pose significant challenges.
There is a need to recruit and retain highly effective teachers. There is a need to provide significant incentives to
teachers to work at OKMS. There is also a need to reward those highly effective teachers who remain on staff and
commit to the vision for progressive movement towards meeting academic expectations. Professional development will
target intensive weekly coaching in the areas of need identified in the inexperienced teachers.
Teaching Staff
Number and % of experience in the
school
1. 1 to 3
26
81.3%
2. 4-10 years
4
12.5%
3. 11-20 years
2
6.3%
4. 21+ years
0
Twenty-six of the teachers at OKMS are new to the school. This is even more alarming because, of this number, fourteen
are new to the profession. Consequently, the OKMS staff has a shallow teaching skill set. These teachers lack classroom
management and teaching strategies to engage the high-needs students.
It is essential to the growth of OKMS that the staff has substantial opportunities for professional development and
ongoing coaching.
Teacher attendance rate
2010-2011
2011-2012
Teacher attendance dropped 2% to 90.3% from 2010-11 to 2011-12. When
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Appendix H
92.3%
Teacher evaluation data by levels
90.3%
2011-12
Level 1
Level 2
Level 3
Level 4
Level 5
classroom management is a challenge and teachers are frustrated, they are more
likely to be absent. Because of the school’s poor reputation, substitutes
sometimes reject the call to work at OKMS compounding the problem. The
substitutes who do fill the absences at OKMS are often inexperienced, and
therefore are unable to provide the necessary instruction for student
achievement. When substitutes are not secured, teachers who are present in the
building are called upon to cover classes during their free periods. As a result,
regular teachers grow tired, weary, and overworked. Additionally, teachers
who cover classes lose valuable planning time. The greatest deficits of our
struggling teachers- even when present for instruction- are in their lack of
ability to effectively manage classroom behaviors, plan effective, engaging
instruction and appropriate formative assessment and effectively adjust
instructional plans based on formative assessment data. The dominant factor
contributing to these deficiencies is a lack of sufficient time devoted to
instructional planning and reflection.
In an effort to combat the issue of poor teacher attendance and lack of proper
instruction during teacher absences, OKMS needs to:
Provide teacher incentives for exemplary attendance
Provide supplements to academic coaches to provide substantial
supplemental lessons during teacher absences
Provide compensation for alternate planning time to teachers who
take on the additional workload of covering classes during regular
planning
Invest in specially trained “model substitutes” committed to serve in
the event of teacher absences.
Continue to provide assistance to teachers during the instructional
planning process, modeling effective planning pedagogy.
Level 5 (1), Level 4 (0), Level 3 (4), Level 2 (2). Level 1 (10)
10
2
4
0
1
Levels 4, 5=Effective , Highly Effective
Level 3 – Average
Levels 2, 1=Below Satisfactory
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Appendix H
This implies that a vast number of teachers have limited content knowledge
and/or a poor concept of effective pedagogy and classroom management skills.
With these implications, it is necessary to closely monitor and evaluate teaching
practices and offer professional development for new staff as well as tenured
staff since the evaluation composite data is a reflection of both groups.
There is a need for differentiated professional development and extensive
monitoring to meet the varied needs of the faculty/staff.
3. Student Achievement Data
2010-2011
2011-2012
Provide a summary of existing status and current needs.
Reading/Language Arts
“Every test taker” (ETT) category
Proficient/Advanced
9.8%
8.4%
Since the inception of the new state standards and higher cut scores on TCAP in
2009-2010, our students’ performance levels in AYP Reading/Language Arts
have remained well below the benchmark proficiency levels. Our data show a
2.8 gain in 2010-11 and a -1.4 decline in performance in 2011-12. The
inconsistencies are due to instability of ELA staff, reluctance of teachers to
accept coaching, and a failure to access and utilize data to drive instruction.
There is a need to provide intensive intervention in reading/Language Arts to
increase the proficiency levels of all students. There is also a need to increase
teacher knowledge in the Reading/Language Art curriculum with targeted
professional development.
Subgroups:
Econ-disadvantaged students
Econ Dis-9.5%
Econ Dis-8.5%
Special education students
SWD-15.4%
SWD-10.6%
Race/ethnicity subgroups
Black-8.0%
Black-7.8%
Gender
Female-12.5%
Male-7.8%
Female-12.8%
Male-5.7%
Our Students with Disabilities significantly outperform our regular education
students on TCAP Reading/Language Arts. This performance is a result of
additional classroom supports and accommodations provided by our
Exceptional Education teachers in the Inclusion setting. In addition, our
students with disabilities each have the Modified Achievement Assessment
System (MAAS) as a TCAP testing accommodation which provides a more
accessible testing format for our students with exceptionalities, therefore
increasing their ability to demonstrate acceptable levels of proficiency.
Economically Disadvantaged student subgroups are within 2% proficiency
levels of each other, with the Black student subgroup falling behind
Economically Disadvantaged.
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Appendix H
There is a need to implement intensive intervention that target students
scoring Basic and Below Basic.
School performance on value-added
Reading/Language Arts student
achievement
2011 (3 yr. avg.)
Status: F
Mean Gain: -4.8
2012 (3 yr. avg.)
Status: F
Mean Gain: -4.6
2011 (yr. & grade)
6th Grade: -5.3
7th Grade: -1.3
8th Grade: 1.1
2012 (yr. & grade)
6th Grade: -5.1
7th Grade: -3.1
8th Grade: -1.4
School value added performance has been graded an F by the state for the last
three years. Again, this is largely impacted by the instability of having highly
qualified staff to deliver consistent effective instruction.
Mathematics
“Every test taker” (ETT) category
8.4%
5.4%
Since the inception of the new state standards and higher cut scores on TCAP in
2009-2010, our student performance levels in mathematics have been well
below the benchmark proficiency levels. Our AYP Mathematics data show a
5.2% gain in 2011 from the previous year; however, there was a 3.0 decline
during the 2011-12 school year. We attribute this decline to the loss of several
veteran math teachers (four of the six math teachers were new to OKMS at the
beginning of the 2011-12 school year).
There is a need for intensive intervention to increase the proficiency levels of
all students. There is also a need to provide content-specific professional
development to increase mathematics teachers’ knowledge and pedagogy.
Subgroups:
Econ-disadvantaged students
Econ Dis-8.4%
Econ Dis-5.4%
Special education students
SWD-11.5%
SWD-8.7%
Race/ethnicity subgroups
Black-7.1%
Black-5.1%
Gender
Female-8.6%
Male-8.3%
Female-3.2%
Male-6.8%
Our Students with Disabilities significantly outperform our regular education
students on TCAP Mathematics. This performance is a result of additional
classroom supports and accommodations provided by our Exceptional
Education teachers in the Inclusion setting. In addition, our students with
disabilities each have the Modified Achievement Assessment System (MAAS)
as a TCAP testing accommodation which provides a more accessible testing
format for our students with exceptionalities, therefore increasing their ability to
demonstrate acceptable levels of proficiency.
Black and Economically Disadvantaged student subgroups are within 1%
proficiency rate of each other; however, the proficiency rate of the Black
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Appendix H
students fell behind the Economically Disadvantaged.
There is a need to implement strategies that target the needs of students
scoring Basic and Below Basic.
School performance on value-added
Math student achievement
2011 (3 yr. avg.)
Status: F
Mean Gain: -4.1
2012 (3 yr. avg.)
Status: F
Mean Gain: -3.6
2011 (yr. & grade)
6th Grade: -3.8
7th Grade: 3.3
8th Grade: -0.2
2012 (yr. & grade)
6th Grade: -8.3
7th Grade: -1.7
8th Grade: -3.3
ACT scores (if applicable)
N/A
N/A
Graduation rate (if applicable)
N/A
N/A
4. School Culture and Climate
Provide a summary of existing status and current needs.
TELL Survey Analysis
TELL Survey and Focus Group data – Data from teacher, parent, and student focus groups and the TELL survey
regarding school climate, facilities, and school environment, reflect the positive impact of daily school-wide assemblies,
the cleanliness of the building, and the amount of collaborative planning time available to teachers. However, the surveys
also show that there is still great concern with the instability of the teaching staff, inexperience of new teachers, and poor
parental involvement.
School value added performance has been graded an F by the state for the last
three years. Again, this is largely impacted by the instability of highly qualified
staff to deliver consistent effective instruction.
There is a need to address the issue of faculty instability, the ability to attract and retain highly qualified, experienced
educators who possess the skills to effectively manage and instruct urban learners, and strategies to effectively engage
our parents in the educational lives of their children. OKMS will revisit training on the school wide positive behavior
plan to ensure consistency, efficacy and fidelity among all staff members.
School Safety
School Safety – There has been a 41% reduction in discipline referrals over the past year, from 447 to 261 office
discipline referrals during the comparable reporting period. We have just completed the preliminary assessment to
implement a SWIS database (as part of our School-wide Positive Behavior Support Program-SWPBS) which will allow us
to disaggregate discipline data by offense, teacher, time of day, location in school, and student so we can better adjust our
supervision and classroom management support. While SWPBS has served to support discipline at the school, there is a
need for increased security measures to protect technology, participants in extracurricular activities, and daily
disturbances that could inhibit learning. The community in which the school exists has one of the highest crime rates in
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Appendix H
the city.
Increased security measures and behavior monitoring efforts are necessary to ensure a school climate conducive for
learning.
Student Health Services - OKMS has had an increase in students with health-related needs, in particular, we have a
number of students who are diabetic and need intense monitoring.
Student Health Services
OKMS has a need for a full time school nurse. The school nurse will attend to and monitor immediate maladies to
deter missed instructional time.
Attendance Support – OKMS has instituted Tier I, II, and III plans for addressing attendance as well as behavior issues
and attendance reports are reviewed monthly by the SWPBS team.
Attendance Support
Student representatives will be included on the SWPBS committee to provide student voice in developing effective
incentives for perfect attendance and appropriate behavior. In addition, our attendance clerk will make daily contact
with parents of students who are absent and refer chronic cases to the social worker for timely intervention.
Classroom teachers will reach out to families of students who are absent and/or exhibiting behavior concerns in order
to gain their assistance and support.
Social and Community Support
Social and Community Support - Neighborhood social service agencies, churches, and community centers are available
for our students and families. The school also has developed several community partnerships to support our students and
families as well as our instructional programs, including Chattanooga Parks and Recreation, Girls, Inc., Girl Scouts of
America, Boy Scouts of America, Outdoor Chattanooga, GEAR UP, Lee University, UTC, Tennessee Tech University,
Electric Power Board, and Dr. Rump Dentistry.
We still have a tremendous need for increased involvement and support from business partners. Our Family
Partnership Specialist will develop an action plan and timeline for effectively engaging our current partners as well as
identifying and cultivating additional partnerships.
Parent Support - Very few parents are involved as volunteers or attend school-sponsored events. Regular Connect-Ed
messages and letters home notify parents of volunteer opportunities and upcoming events. Due to the lack of Family
Partnership Specialist since 2010-2011, increasing lack of parent participation, as well as no parents willing to serve in
association leadership roles, the OKMS Parent/Teacher Association has been inactive since 2010-2011.
Parent Support
Increased parent support is still a primary need for the success of our students. The following events are planned for
this school year to attract parents and increase their participation: Open Houses (beginning of year and in the spring;
a new PTA; Literacy, Math, and Science Nights; and the inception of our new Parent University. In addition,
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Appendix H
5. Rigorous Curriculum- Alignment of
curriculum with state standards across
grade levels
Curriculum Intervention Programs
classroom teachers will reach out to families of their students with opportunities to volunteer their assistance in
classroom activities. There is also a need for a Family Partnership Specialist who will develop and implement a
strategic plan for increasing parental involvement in the school and engagement in their student/s learning.
With the move to the new Common Core State Standards and changes to the curriculum, structures must be in place for
teachers to spend time in content areas developing specific unit/lesson plans and assessments. OKMS will focus on the
creation of more advanced courses and increased rigor in all areas of instruction.
A Reading / Math Interventionist works with individual students identified by TCAP and classroom assessments as
being at-risk academically. She also works with our new teachers to assist in planning and identifying needed resources
to enhance instruction.
Two additional class sections were opened this year (8th grade Language Arts and 8th grade math) to provide additional
intervention and support to students identified as having the potential to be proficient in these two subject areas.
Gear Up College Access Program provides academic intervention for 7th and 8th grade students three times a week. In
addition, Gear Up counselors provide daily classroom assistance in 7th and 8th grade Language Arts and math classes.
Girls Inc. provides after school intervention for girls in grades 6-8 three times a week.
Fast For-Word is a computer-based language and math remediation and enrichment program. This program is
administered during one of the related arts blocks for designated students during the regular school day.
Due to the low percentage of student scoring proficient in Reading/LA and Mathematics, there is a need to examine
individual student needs to ensure appropriate intervention is provided.
OKMS enrichment opportunities include: Friday Enrichment Activity Clubs, high school credit courses for 8 th graders
(Physical Education and Art), and gifted services (three times weekly). As the student population diversifies, curricular
needs also diversify.
Enrichment Programs
OKMS needs a variety of enrichment activities that mirror the varying academic levels and diverse groups.
Dual enrollment (if applicable)
N/A
Advanced Placement (if applicable)
N/A
6. Instructional Program
Strengths – OKMS has weekly embedded professional development for all instructional staff. Three instructional
coaches aid teachers in planning, model strategies, and give additional support on a daily basis. The instructional coaches
develop and lead twice-weekly embedded professional development that is necessary to strengthen teacher effectiveness,
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Appendix H
as identified by teacher evaluation data and student assessment data. In addition, the coaches provide intense support to
new and struggling teachers. Finally, the coaches model the use of data to drive daily instruction. The coaches have a
course load that serves as a model classroom for teachers. The students assigned to their classes have been identified
through data research as needing intensive academic support and would greatly benefit from the instruction of the
school’s strongest teachers. Weekly formative assessment data and end-of –quarter summative assessment data of the
students in these two model classrooms demonstrate significant performance gains over that of students in other
classrooms. Language Arts and Math teachers are scheduled into these model classrooms to observe the coaches in action
with an observation focus based on observed areas for growth and then meet with the coaches afterward to debrief their
observation experience. This follow-up meeting allows coaches the opportunity to help teachers analyze the observed
performance and develop strategies for trying observed strategies in their own classroom, including how to evaluate
assessment data to gauge the effectiveness of implementing the new strategy. Coaches provide on-the-spot feedback to
teachers as they learn to implement new instructional practices and assist in analyzing student performance data to inform
timely instructional adjustments.
Challenges – Instability of teaching staff to build instructional expertise and positive school culture. Additionally, as the
school enrollment increases and diversifies, the instructional practices and staff development must also diversify.
Additional professional development and coaching is needed in data analysis and interpretation to enhance teacher
effectiveness. More strategic analysis of formative data is needed to plan for ongoing differentiation.
Planning and implementation of research
based instructional strategies
OKMS has semi-weekly embedded departmental professional development/support for planning and implementation:
Target Tuesday – focus on school-wide data analysis, developing effective instructional strategies, curriculum
development and analyzing data from the previous week’s classroom assessments, including action plans for
immediate intervention /re-teaching/enrichment based on their findings
W.O.W. Wednesday – focus on lesson plan development and resources for implementation of instructional
activities
Use of instructional technology
2 per Two interactive learning systems are in place per grade level (6 systems) and are used daily for interactive teaching and
learning, increasing student engagement as evidenced by increased academic performance of students in those
classrooms. Our plan is to equip all classrooms with interactive learning systems. In addition, three Panaboard systems
have been installed for the 2012-13 school year. Three computer labs facilitate Fast ForWord, Computer Tech, and Tech
Ed curriculum. OKMS has recently received a Community Foundation grant to fund the purchase of an additional
computer lab and Panaboard system for teachers to access during the week to enhance instruction. This new lab will also
facilitate learning activities in our planned weekly Saturday Scholars program and Parent University.
OKMS needs Panasonic Panaboard systems for all core content classrooms (21) to facilitate rigorous, interactive
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Appendix H
Use of data analysis to inform and
differentiate instruction
Number of minutes scheduled for core
academic subjects
7. Assessments
Use of formative, interim, and summative
assessments to measure student progress
instruction and learning. In addition, the building needs wireless capability throughout as well as an effective
telecommunication system.
Data from individual and school-wide TCAP reports, benchmark tests, quarterly common assessments, weekly
assessments, and ongoing formative assessments, school and grade level data are analyzed during Target Tuesday
departmental meetings. School-wide professional development and team meetings focus on school culture issues. Content
partners perform item analysis on common formative assessments to identify student strengths and deficiencies, and
formulate action plans for re-teaching, review and enrichment.
There is a need for targeted differentiation strategies in re-teaching and enrichment.
Students are in core content classes for a total of 270 minutes per day (90 minutes per core content class).
Ongoing formative and quarterly summative assessments are administered by grade-level content partners to monitor
student progress. It is imperative that OKMS teachers are able to effectively check for understanding throughout lessons.
Professional development will encompass training in this area (see above). This will afford OKMS teachers the
opportunities to reteach or spiral skills much sooner than summative assessments.
Additional professional development and coaching is needed in data analysis and interpretation to enhance teacher
effectiveness. More strategic analysis of formative data is needed to plan for ongoing differentiation.
Timeline for reporting student progress to
parents
Teachers are expected to communicate student academic and behavioral progress to parents during weekly phone calls.
Phone logs are submitted to administration on a quarterly basis. Progress reports are sent home every 3 weeks; reports
cards are sent home quarterly. Formal parent conferences are held semi-annually.
8. Parent and Community Support
Social, health, and community services to
students and families
Parent support to students and school
Neighborhood social service agencies, churches, community centers, including mental health centers, are available to
students and their families for social engagement and emotional support. There was great community participation during
fall Open House and 50th Anniversary Celebration.
There is a need to establish connections to provide social and health wraparound services to students and their
families.
Very few parents are involved in volunteer activities or attend school sponsored events. Regular ConnectEd messages
and newsletters home notify parents of volunteer opportunities and upcoming events.
Due to the lack of a Family Partnership Specialist since 2010-2011, increasing lack of parent participation, as well as no
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Appendix H
parents willing to serve in association leadership roles, the OKMS Parent/Teacher Association has been inactive since
2010-2011.
The following events are planned for this school year: Open Houses (beginning of year and in the spring); a new PTA;
Literacy, Math, and Science Nights; and the inception of our new Parent University.
Increased parent support is still a primary need for the success of our students and OKMS will continue to focus on
customized strategies to attract and appeal to our families in an accommodating manner.
Transformation Model
School Name: Orchard Knob Middle
Rationale for selection of intervention model: Explain how the LEA will use the turnaround intervention model to address the root causes of the school’s lowperformance as identified in the school’s needs assessment.
Under the Transformation model, the LEA replaces the principal with a highly capable principal or may retain a principal hired in the past two years. Due to
OKMS’ continued status as a priority school, Principal Sorrells was brought in to replace the former principal at the beginning of the 2011-12 school year due to
her track record of high performance. Given the high percentage of new teachers in the school, we believe a rigorous staff evaluation and development system,
and rewards for staff who increase student achievement and attendance rates, will significantly change the culture among staff that previously held the school
back. Furthermore, with a rigorous ongoing evaluation cycle for staff, we will exit any staff members who have not improved after ample opportunity, or
contribute to a negative school culture. Finally, we will reform instructional practices, increase learning time, and provide greater operational flexibility and
support for the school in order to foster continuous school improvement.
If the LEA has begun in whole or in part a turnaround intervention model within the past two years, and wished to continue, describe the actions that have been
taken up to the present that are relative to the turnaround requirements. Cite evidence of the impact of the model on the school to date.
N/A
Annual Goals for Reading/Language Arts on State assessments for “all students” group and for each subgroup.
SY 2013: The percentage of students scoring proficient and advanced on the Reading/Language Arts section of the TCAP state assessment will increase a
minimum of 10 percentage points from the SY 2012-2013 baseline percentage. (The following percentages are based on the SY 2011-2012 TCAP results and
will be updated upon receipt of the SY 2012-2013 TCAP results and approval of the School Improvement Grant.) The goals exceed the Annual Measureable
Objective (AMO) Achievement and Gap Closure Targets as set by the Tennessee Department of Education (TDOE) and the Hamilton County Department of
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Appendix H
Education (HCDE).
SY 2014: The percentage of students scoring proficient and advanced on the Reading/Language Arts section of the TCAP state assessment will increase a
minimum of 10 percentage points from the percentage obtained in SY 2013-2014.
SY 2015: The percentage of students scoring proficient and advanced on the Reading/Language Arts section of the TCAP state assessment will increase a
minimum of 10 percentage points from the percentage obtained in SY 2014-2015.
Orchard Knob Middle
Reading/Language Arts
% Proficient/Advanced
All Students
SY '11-'12
13.5%
2013
23.5%
2014
33.5%
2015
43.5%
Grade 6
Grade 7
Grade 8
12.7%
11.4%
7.1%
22.7%
21.4%
17.1%
32.7%
31.4%
27.1%
42.7%
41.4%
37.1%
African-American
Hispanic
White
Asian
13.1%
13.7%
12.5%
n/a
23.1%
23.7%
22.5%
33.1%
33.7%
32.5%
43.1%
43.7%
42.5%
Limited English Proficiency
Economically Disadvantaged
Students with Disabilities
n/a
13.7%
34.3%
23.7%
44.3%
33.7%
54.3%
43.7%
64.3%
Female
Male
11.2%
5.7%
21.2%
15.7%
31.2%
25.7%
41.2%
35.7%
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Appendix H
Quarterly Milestone Goals for Reading/Language Arts on interim assessments for “all students” group and for each subgroup for (to be
updated annually upon renewal of the grant)
The HCDE District Literacy Quarterly Benchmark Assessment will be utilized to determine students’ performance levels and mastery of
Reading/Language Arts standards. The goal is for all students in grades 6, 7, and 8 to demonstrate a minimum of a 2.5 percentage point gain on each
Reading/Language Arts quarterly benchmark assessment.
Study Island and Pearson SuccessNet interim benchmark assessments will be utilized to monitor student achievement in Reading/Language Arts. The
goal is for all students in grades 6, 7, and 8 to demonstrate a minimum of a 2.5 percentage point gain on each Reading/Language Arts quarterly
assessment.
The Scholastic Reading Inventory (SRI) will be utilized to evaluate and monitor students’ reading ability. The assessment will be administered at the
beginning, midpoint, and end of the school year. The goal is for all students to demonstrate a minimum growth of 6 months in their reading ability per
assessment round.
Annual Goals for Mathematics on State assessments for “all students” group and for each subgroup.
SY 2013: The percentage of students scoring proficient and advanced on the Mathematics section of the TCAP state assessment will increase a minimum of 10
percentage points from the SY 2012-2013 baseline percentage. (The following percentages are based on the SY 2011-2012 TCAP results and will be updated
upon receipt of the SY 2012-2013 TCAP results and approval of the School Improvement Grant.) The goals exceed the Annual Measureable Objective (AMO)
Achievement and Gap Closure Targets as set by the Tennessee Department of Education (TDOE) and the Hamilton County Department of Education (HCDE).
SY 2014: The percentage of students scoring proficient and advanced on the Mathematics section of the TCAP state assessment will increase a minimum of 10
percentage points from the percentage obtained in SY 2013-2014.
SY 2015: The percentage of students scoring proficient and advanced on the Mathematics section of the TCAP state assessment will increase a minimum of 10
percentage points from the percentage obtained in SY 2014-2015.
Orchard Knob Middle
Mathematics
% Proficient/Advanced
All Students
Grade 6
Grade 7
Grade 8
SY '11-'12
10.9%
2013
20.9%
2014
30.9%
2015
40.9%
6.4%
13.3%
2.7%
16.4%
23.3%
12.7%
26.4%
33.3%
22.7%
36.4%
43.3%
32.7%
14
TDOE SIG Application revised 12/3/12
Appendix H
African-American
Hispanic
White
Asian
10.5%
11.2%
6.3%
n/a
20.5%
21.2%
16.3%
30.5%
31.2%
26.3%
40.5%
41.2%
36.3%
Limited English Proficiency
Economically Disadvantaged
Students with Disabilities
n/a
10.9%
34.3%
20.9%
44.3%
30.9%
54.3%
40.9%
64.3%
Female
Male
2.4%
6.8%
12.4%
16.8%
22.4%
26.8%
32.4%
36.8%
Quarterly Milestone Goals for Mathematics on interim assessments for “all students” group and for each subgroup for (to be updated annually
upon renewal of the grant).
The HCDE District Mathematics Quarterly Benchmark Assessment will be utilized to determine students’ performance levels and mastery of
Mathematics standards. The goal is for all students in grades 6, 7, and 8 to demonstrate a minimum of a 2.5 percentage point gain on each Mathematics
quarterly benchmark assessment.
Study Island and Pearson SuccessNet interim benchmark assessments will be utilized to monitor student achievement in Mathematics. The goal is for
all students in grades 6, 7, and 8 to demonstrate a minimum of a 2.5 percentage point gain on each Mathematics quarterly assessment.
Annual Goals for Science on State assessments for “all students” group and for each subgroup.
SY 2013: The percentage of students scoring proficient and advanced on the Science section of the TCAP state assessment will increase a minimum of 10
percentage points from the SY 2012-2013 baseline percentage. (The following percentages are based on the SY 2011-2012 TCAP results and will be updated
upon receipt of the SY 2012-2013 TCAP results and approval of the School Improvement Grant.)
SY 2014: The percentage of students scoring proficient and advanced on the Science section of the TCAP state assessment will increase a minimum of 10
percentage points from the percentage obtained in SY 2013-2014.
SY 2015: The percentage of students scoring proficient and advanced on the Science section of the TCAP state assessment will increase a minimum of 10
percentage points from the percentage obtained in SY 2014-2015.
15
TDOE SIG Application revised 12/3/12
Appendix H
Orchard Knob Middle
Science
% Proficient/Advanced
All Students
SY '11-'12
17.1%
2013
27.1%
2014
37.1%
2015
47.1%
Grade 6
Grade 7
Grade 8
27.3%
14.7%
9.0%
37.3%
24.7%
19.0%
47.3%
34.7%
29.0%
57.3%
44.7%
39.0%
African-American
Hispanic
White
Asian
14.4%
0.0%
75.0%
n/a
24.4%
10.0%
85.0%
34.4%
20.0%
95.0%
44.4%
30.0%
100.0%
Limited English Proficiency
Economically Disadvantaged
Students with Disabilities
0.0%
16.7%
11.6%
10.0%
26.7%
21.6%
20.0%
36.7%
31.6%
30.0%
46.7%
41.6%
Female
Male
16.9%
17.3%
26.9%
27.3%
36.9%
37.3%
46.9%
47.3%
Quarterly Milestone Goals for Science on interim assessments for “all students” group and for each subgroup for (to be updated annually upon
renewal of the grant).
Study Island and Pearson SuccessNet interim benchmark assessments will be utilized to monitor student achievement in Science. The goal is for all
students in grades 6, 7, and 8 to demonstrate a minimum of a 2.5 percentage point gain on each Science quarterly assessment.
16
TDOE SIG Application revised 12/3/12
Appendix H
Annual Goals for attendance rate in middle schools.
SY 2013: The student attendance rate for Orchard Knob Middle School will meet or exceed 95%
SY 2014: The student attendance rate for Orchard Knob Middle School will meet or exceed 95%.
SY 2015: The student attendance rate for Orchard Knob Middle School will meet or exceed 95%.
These student attendance goals exceed the attendance rate requirement established by the Tennessee Department of Education (TDOE).
Quarterly Milestone Goals for student attendance rate.
Administrators and teachers will use the HCDE Dashboard (IBM Cognos) to monitor student attendance.
The quarterly milestone goal for student attendance is 95%.
17
TDOE SIG Application revised 12/3/12
Appendix H
Transformation Model Requirements
Action Steps for Model Requirements.
LEA Design and Implementation of the
Intervention Model for Each Year of
Grant
Note: Pre-implementation activities for Year
One must be included in the chart at the end of
this model.
Timeline for
Implementation
with Quarterly
Milestone Goals
for model
requirements
Name and Position of
Responsible Person(s)
Requirements for the Transformation Model (LEA must implement actions 1-11.)
A transformation model is one in which the LEA must implement each of the following strategies to develop and increase teacher and school
leader effectiveness:
In Spring 2012, the HCDE iZone conducted a rigorous
Spring 2012
Rick Smith, HCDE
1. Replace the principal who led the
nationwide recruitment and selection process to ensure
Superintendent
school prior to commencement of the
the
placement
of
an
effective
administrator
in
Orchard
transformation model
Knob Middle School.
2. Use rigorous, transparent, and equitable
evaluation systems for teachers and
principals thata. Take into account data on student
growth (as defined in this notice) as a
significant factor as well as other factors
such as multiple observation-based
assessments of performance and ongoing
collections of professional practice
An informed decision was made to continue with
Crystal Sorrells as principal at Orchard Knob Middle.
Ms. Sorrells was recently hired in 2011 as part of the
effort to bring in a promising leader for a high needs
school. Ms. Sorrells brings to the school exceptional
skills and abilities needed to implement the
transformation model.
Teacher and leader evaluation is a critical component of
school reform. Research has consistently shown that
teachers are the primary drivers of student learning and
achievement (Marzano, 2007).
Tennessee Educator Acceleration Model
The Tennessee Educator Acceleration Model (TEAM)
is utilized to evaluate teachers and principals. TEAM
requires a minimum of 50% of the evaluation be tied
directly to student achievement for teachers and
Ongoing 2013-2016
Teacher Observations
6-8 times per year
Development of PDPs
- Summer 2013
Le Andrea Ware,
Innovation Zone
Director
Steve Holmes, Middle
School Operations
Director
18
TDOE SIG Application revised 12/3/12
Appendix H
reflective of student achievement and
increased high-school graduations rates
b. Are designed and developed with
teacher and principal involvement
administrators. 35% is generated from the TVAAS data
with the other 15% being the selected AMW
(Achievement Measurement Worksheet). TVAAS is
available for all core content teachers. Non-content
specific teachers and administrators have their scores
derived from school-wide data.
Crystal Sorells- OKMS
Principal
Rashaad Williams –
OKMS Assistant
Principal
The other 50% of the evaluation measure for teachers is
based on HCDE’s Project COACH model. Hamilton
County received permission from the state department
of education to implement its own teacher-developed
evaluation instrument. Project COACH was designed in
collaboration with multiple stakeholders including
teachers, LEA, union reps, and administrators. COACH
operates from a coaching perspective where
administrators work collaboratively with teachers to
improve teacher effectiveness. Tenured teachers are
observed a minimum of 6 times per year and nontenured teachers, 8 mini-observations per year. Closely
monitored are the following domains that are directly
tied to student achievement: Planning and Preparation
for Learning, Classroom Management, Delivery of
Instruction, Monitoring, Assessment and Follow-up.
A mid-year conference is followed by a summative
review. Scores are then converted to the TEAM state
scale.
Project COACH and TVAAS Alignment:
Administrators will receive intensive training in
effectively evaluating and supporting teachers to ensure
Project COACH results are appropriately aligned with
TVAAS results.
School-wide Professional Development Plans (PDP):
Due to the bottom five percent status of the iZone
schools, all Orchard Knob Middle administrators and
19
TDOE SIG Application revised 12/3/12
Appendix H
teachers are required to collaboratively develop a
school-wide professional development plan for all
teachers.
Performance Improvement Plan (PIP): It is expected
that all Orchard Knob Middle teachers will maintain an
effectiveness level of 3 or above. Throughout the year,
ample opportunities will be provided to certified staff
members to improve their professional practice.
Following year one, teachers receiving an effectiveness
level below 3 will be placed on a monthly PIP that is
collaboratively developed with the administration.
Failure to maintain an effectiveness level of 3 or higher
after year two will result in removal from the iZone or
dismissal from HCDE. However, level 1 teachers may
be dismissed at the end of year 1.
3. Identify and reward school leaders,
teachers, and other staff who, in
implementing this model, have increased
student achievement and high-school
graduation rates and identify and remove
those who, after ample opportunities have
been provided for them to improve their
professional practice, have not done so
A critical component and resource to recruit and retain
highly effective teachers for Orchard Knob Middle is
the participation in the strategic compensation models
developed through the Tennessee-Teacher Incentive
Fund Grant (TN-TIF). Currently, the five identified
iZone schools participate in the TN-TIF grant. The
strategic compensation models, designed for
elementary, middle, and high schools, provide
individual, team, and building performance awards for
teachers and principals based on the following criteria:
On –going 2013-2016
Teacher Observations
6-8 times per year
Development of PDPs
- Summer 2013or as
needed
Penny Murray, HCDE
Human Resources
Le Andrea Ware,
Innovation Zone
Director
Kirk Kelly, HCDE
Accountability and
Testing
There is a need to supplement the existing HCDE
Teacher Incentive Fund (TIF) to allow OKMS
administrators and Success Rate teachers to receive
monetary incentives for signing/retention, achieving the
annual goals as stated in the SIG, and attaining a
TVAAS Effectiveness Level 4 or 5.
Brent Webb,
Innovation Zone Data
Analyst
Crystal Sorrells,
Principal
20
TDOE SIG Application revised 12/3/12
Appendix H
Reading/Language Arts Teachers (Grades 6-8)
$12,600
Amount
$ 5,000
$ 2,000
$
100
$
500
$ 5,000
Rashaad Williams,
Assistant Principal
Funding
# Funded
Description
Source Each by SIG
R/LA: Level 4 or 5 (TVAAS)
TIF
R/LA Grades 6-8 (achieve SIG goal)
SIG
6
TCAP Writing (10% decrease in scores 0, 1, 2, 3s) TIF
Individual Teacher Attendance = 97%
TIF*
Signing and Retention Bonus
SIG
Mathematics Teachers (Grades 6-8)
Funding
# Funded
Description
Source Each by SIG
Math: Level 4 or 5 (TVAAS)
TIF
Math Grades 6-8 (achieve SIG goal)
SIG
6
TCAP Writing (10% decrease in scores 0, 1, 2, 3s) TIF
Individual Teacher Attendance = 97%
TIF*
Signing and Retention Bonus
SIG
$12,600
Amount
$ 5,000
$ 2,000
$
100
$
500
$ 5,000
Science Teachers (Grades 6-8)
Funding
# Funded
Description
Source Each by SIG
Science: Level 4 or 5 (TVAAS)
SIG
Science Grades 6-8 (achieve SIG goal)
SIG
3
TCAP Writing (10% decrease in scores 0, 1, 2, 3s) TIF
Individual Teacher Attendance = 97%
TIF*
Signing and Retention Bonus
SIG
$12,600
Amount
$ 5,000
$ 2,000
$
100
$
500
$ 5,000
Literacy Coach
Amount Description
5,000 Signing and Retention Bonus
3,000 R/LA Grades 6-8 (achieve SIG goal)
500 Individual Teacher Attendance = 97%
SIG
SIG
TIF*
$8,500
$
$
$
Funding
# Funded
Source Each by SIG
1
21
TDOE SIG Application revised 12/3/12
Appendix H
Numeracy Coach
Amount Description
5,000 Signing and Retention Bonus
3,000 Math Grades 6-8 (achieve SIG goal)
500 Individual Teacher Attendance = 97%
SIG
SIG
TIF*
$8,500
$
$
$
Funding
# Funded
Source Each by SIG
1
Assistant Principal
Amount Description
SIG
$10,000
$ 10,000 Signing and Retention Bonus
Funding
# Funded
Source Each by SIG
1
Principal
Amount Description
SIG
$15,000
$ 15,000 Signing and Retention Bonus
Funding
# Funded
Source Each by SIG
1
It is the goal of the HCDE iZone to ensure each iZone
school is equipped with effective and highly effective
teachers through the following process. Tenured
teachers are observed a minimum of 6 times per year
and non-tenured teachers, 8 mini-observations per year.
Closely monitored are the following domains that are
directly tied to student achievement: Planning and
Preparation for Learning, Classroom Management,
Delivery of Instruction, Monitoring, Assessment and
Follow-up. A mid-year conference is followed by a
summative review. Scores are then converted to the
TEAM state scale.
In order to retain a highly effective teaching staff:
All tenured and non-tenured Orchard Knob Middle
School teachers will be evaluated annually teachers
22
TDOE SIG Application revised 12/3/12
Appendix H
will be evaluated annually.
Orchard Knob teachers will be required to maintain
a minimum annual overall composite score of 3 or
above.
Teachers scoring a 3, 4 or 5 will receive a
satisfactory evaluation and continued iZone
employment
Tenured or non-tenured teachers who fail to score a
3, 4 or 5 after receiving ample opportunities for
improvement, will receive an unsatisfactory
evaluation and will be reassigned to a non-iZone
school or recommended for district dismissal.
Project COACH and TVAAS Alignment:
Administrators will receive intensive training in
effectively evaluating and supporting teachers to ensure
Project COACH results are appropriately aligned with
TVAAS results.
School-wide Professional Development Plans (PDP):
Due to the bottom five percent status of the iZone
schools, all iZone principals and teachers are required to
collaboratively develop a school-wide professional
development plan for all teachers.
Performance Improvement Plan (PIP): It is expected
that all iZone teachers will maintain an effectiveness
level of 3 or above. Throughout the year, ample
opportunities will be provided to certified staff members
to improve their professional practice. Following year
one, teachers receiving an effectiveness level below 3
will be placed on a monthly PIP that is collaboratively
developed with the administration. Failure to maintain
an effectiveness level of 3 or higher after year two will
23
TDOE SIG Application revised 12/3/12
Appendix H
4. Provide staff with ongoing, highquality, job-embedded professional
development (e.g., regarding subjectspecific pedagogy, instruction that reflects
a deeper understanding of the community
served by the school, or differentiated
instruction) that is aligned with the
school’s comprehensive instructional
program and designed with school staff to
ensure they are equipped to facilitate
effective teaching and learning and have
the capacity to successfully implement
school reform strategies
result in removal from the iZone or dismissal from
HCDE.
In accordance with the expectations for iZone schools,
OKMS will provide on-going, high quality, jobembedded professional development in the following
areas to develop/enhance our teachers’ instructional
repertoire to successfully implement our instructional
program and raise student achievement:
Summer 2013,
2014, 2015 iZone
Summer Institute
TBD, Innovation Zone
Curriculum and
Instruction Supervisor
Support for first year teachers with professional
development before the school year begins and then
monthly support sessions as well as assistance from a
mentor teacher throughout the school year
o
o
o
o
Jamie Parris, HCDE
Math Director
Kathy Pagano - HCDE
Literacy Director
Classroom management and organization
Hamilton County’s Literacy and Math
curriculum
Differentiated instruction and Diverse
Learning Styles
Sheltered Instruction Observation Protocol
(SIOP)
Professional Learning Communities (PLC)
Teacher Development Group (TDG)
The Reading and Writing Project LLC
Quantum Learning
Using Data and Formative Assessments
More specifically:
Professional Learning Communities (PLC)
As school improvement efforts move from
restructuring to re-culturing, an emphasis on
effective PLC’s is necessary. In this on-going
process, the purpose will be to build teacher
leadership through the school improvement efforts.
Le Andrea Ware,
Innovation Zone
Director
Crystal Sorrells,
Principal
January – June 2013
Training to ready
staff for full
implementation
Rashaad Williams,
Assistant Principal
LaShundra Rivers,
Numeracy Coach
Jennifer Horton,
Literacy Coach
Summer Learning
Institutes in 2013,
2014, 2015
Weekly Team or
Faculty Meetings
Identified external
providers
TBD, SIG Coordinator
Teachers Development
24
TDOE SIG Application revised 12/3/12
Appendix H
Teachers will be trained to enhance their leadership
capacity as they participate on high performing,
collaborative teams with the ultimate goal of student
achievement and learning.
The PLC development will be aligned with the
books, Professional Learning Communities at
Work and Learning by Doing: A Handbook for
Professional Learning Communities. As explained
on the Solution Tree website (http://go.solutiontree.com/plcbooks/Reproducibles_LBD2nd.html),
the PLC professional development will allow
OKMS to:
Develop a common vocabulary and consistent
understanding of key PLC concepts.
Implement PLC concepts that will benefit
students and educators alike.
Assess the current reality in the school and
district.
Take purposeful steps to develop their capacity
to function as PLCs.
Build shared knowledge of both critical
vocabulary and the concepts underlying the key
PLC terms.
Make frank and honest assessments of the
school by examining conventional practices
from a fresh, critical perspective.
Turn the knowledge into action.
Take immediate and specific steps to close the
knowing-doing gap and implement PLC
concepts in the school and district.
Move beyond planning, and start doing.
Teacher Development Group (TDG)
To address the need for subject-specific pedagogy
development in mathematics among both
Group
Monthly Network
Meetings
Columbia’s Teacher
College
Weekly Vertical
(Departmental)
Planning Sessions –
every Tuesday
Tennessee Battelle for
Kids State Trainers,
Sharon Harper
Weekly Horizontal
(Grade Level)
Planning Sessions –
every Friday
2013/2014
Quarterly TDG
Learning Lab
25
TDOE SIG Application revised 12/3/12
Appendix H
inexperienced and experienced teachers, TDG will
be utilized to structure a systematic plan for
improving mathematical understanding and
achievement. This instructional reform will address
the current deficiencies in numeracy skills of our
students: our schoolwide TCAP 2012 math
proficiency level is 10.9%.
Per the TDG website
(www.teachersdg.org/services.htm), the following
steps will be implemented based on mathematical
education and research:
1. It will be long-term. A successful reform effort
spans several years.
2. It will enhance participants' mathematical content
knowledge while simultaneously developing their
pedagogical sense.
3. It will be systemic, addressing change on a
school, district, or regional basis and involving
teachers, administrators, instructional assistants,
parents, and other school stakeholders.
4. It will provide modeling that assures participants
first hand experiences with NCTM Standards-based
practices (e.g., manipulatives to develop meaningful
conceptual models, instructionally embedded
assessment, questioning to elicit student thinking).
Cycles
In addition, the following will occur:
• Monthly mentoring to support teachers as they
implement new strategies.
• Leadership development institutes and
mentoring for administrators and/or local
teacher-leaders.
• Classroom demonstrations, observations, and
team teaching with classroom teachers.
• Leadership institutes for parents wishing to
facilitate math nights for families.
26
TDOE SIG Application revised 12/3/12
Appendix H
• Mathematics institutes for instructional
assistants.
• Consultation regarding the alignment of your
curriculum, instruction, and assessment
frameworks with state and national standards.
The Reading and Writing Project LLC
To provide content-specific professional
development for middle grades Language Arts
teachers, The Teachers College Reading and
Writing Project will be further implemented. This
instructional reform will address the current
deficiencies in literacy skills of our students: our
school-wide TCAP 2012 Reading/Language Arts
proficiency level is 13.5%.
As described on the TCRWP website
(http://readingandwritingproject.com/about/overvie
w.html), this project provides extensive literacy
professional development to expand the ideas of
global literacy. Specifically in the area of middle
school English Language Arts, the project focuses
on teaching students in grades 6-8 to do the work of
writers in the field (journalists, essayists, authors,
and the like).
In addition, the “OKMS Fusion for Success” model for
transformation will include components of some of the
most effective, research-based reform models. In
reality, there is no one, quick fix that will magically
transform the state of OKMS; therefore, fusing
together high-quality elements from a variety of
sources will produce the innovation and “out-of –thebox” thinking to motivate OKMS students. The
initiatives below will complement the content-specific
strategies supported by the I-zone:
Fall 2013, Spring
2014 Training
Sessions
Weekly Language
Arts Vertical
Planning
Summer 2013,
2014, 2015
27
TDOE SIG Application revised 12/3/12
Appendix H
5. Implement strategies such as financial
incentives, increased opportunities for
promotion and career growth, and more
flexible work conditions that are designed
to recruit, place, and retain staff with the
skills necessary to meet the needs of the
Quantum Learning
Quantum Learning for Teachers provides the “how
to” of facilitating the learning process. This will
enhance the teaching practices of our school’s
experienced and inexperienced teachers. This
instructional reform will address the current
deficiencies in academic achievement of our
students: school-wide TCAP 2012 math
proficiency- 10.9%; Reading/Language Arts
proficiency-13.5%. Quantum practices will also
positively impact our attendance rate. The Quantum
Learning brain-based philosophies allow teachers to
experience both the theory and implementation of
this unique learning structure. The core components
include building a strong foundation, a positive
atmosphere of rapport and respect, and a supportive
environment. The training includes specific
teaching strategies, content delivery, curriculum
design, and learning and life skills.
Per the Quantum Learning website Programs
consist of staff development, classroom coaching
and reinforcement, and incorporate proven
methods to:
1. Infuse joy in learning
2. Accelerate learning
3. Make content more meaningful
4. Build rapport and self-esteem
5. Improve classroom behavior
6. Support standards-based curriculum
Support and Guidance
Administrative Support: Orchard Knob Middle
administrators will continue to maintain a safe and
orderly environment and ensure that maximum
instruction time will occur in classrooms, operate
under an open-door policy with strong lines of
Fall 2013
Ongoing June 2013
– May 2016
Quarterly Schoolwide Progress
Reports to monitor
impact of the areas
Le Andrea Ware,
Innovation Zone
Director
Brent Webb,
Innovation Zone Data
28
TDOE SIG Application revised 12/3/12
Appendix H
student in a transformation school
communication and value input and involvement
from the staff in the decision-making process,
provide feedback in a timely manner, seek to
address the individual professional needs of the
staff, and provide staff with the appropriate tools for
promoting engaging instruction to occur in the
classroom.
of focus.
Analyst
Crystal Sorrells,
Principal
Rashaad Williams,
Assistant Principal
Mentors: Orchard Knob Middle will recruit retired
educators to mentor new teachers and teachers
identified as needing assistance to ensure support in
all phases of the professional growth process.
Content Instructional
Coaches- LaShandra
Rivers, Jennifer Horton
Support Personnel: The content specific coaches,
teacher leaders, family partnership specialist,
interventionists and other members of the school
leadership team will work in their respective roles
to ensure improved student achievement; relevant
parent and community involvement; increased
professional learning; and frequent monitoring and
analysis of data.
iZone School
Leadership Teams
(administrators,
teachers, instructional
coaches, transformation
specialists, team
leaders, department
chairpersons)
Professional Development: These activities (see
Indicator 4) will provide the opportunity for
continued development of a community of learners;
will provide the content-specific and school-wide
instructional support that ensures the effective,
continued, successful implementation of the school
improvement design model; promote teachers in
their career growth (National Board Certification;
career advancement) and offer opportunities to
expand their professional knowledge; and offer time
for collaboration to occur while building a sense of
unity toward achieving common goals.
SIG Coordinator
(TBD)
Approved
vendors/external
providers for
professional
development
opportunities (Indictor
4-Professional
Development)
Teacher mentors
29
TDOE SIG Application revised 12/3/12
Appendix H
(TBD)
Teacher Leaders: Orchard Knob Middle will
provide and encourage opportunities for leadership
positions (i.e., committee chairpersons, team
leaders, department chairpersons, Leadership Team)
to increase involvement of more staff members in
school improvement decision-making and
implementing the action plans with the appropriate
professional learning and administrative support.
Content Teams
Department Teams
Teachers will also be provided leadership and
flexible growth opportunities via: Serving as
Clinical Instructors, Mentors, Content Experts,
Department Heads, etc.
Collaboration: The transformation model demands
increased on-going collaboration to effectively and
efficiently implement school improvement
strategies and programs (i.e., interventionists, data
analysis, common planning, common forms of
assessment, instructional strategies, mentoring) and
appropriately incorporate technology in the
curriculum. Collaboration will also ensure that the
professional development is embedded in classroom
instruction and is sustained through support,
practice, and applicable revisions.
Stipends: Offered through Title 1 funds to
encourage and compensate teachers for active and
productive participation in extended day
opportunities (i.e., professional development, school
improvement programs, collaboration) that further
school improvement efforts.
Teacher Incentives: This transformation model will
allow certified teachers to receive monetary
incentives for achieving the annual goals as stated
in the SIG. (Indicator 3-Financial Incentives).
30
TDOE SIG Application revised 12/3/12
Appendix H
The state approved evaluation system (Project
COACH and TEAM) will ensure a fair and
thorough evaluation process through selfassessment and reflection, multiple observations,
feedback, data analysis of student performance, and
assessment of other duties and responsibilities.
Parental and Community Involvement
Partnerships with Businesses: OKMS will support
teachers through increasing the meaningful
involvement of business partners in the educational
process (i.e., providing job shadowing, work-based
learning, and apprenticeships for students;
volunteering for school programs and activities;
offering expertise as classroom speakers; providing
supplemental funding for student incentives;
providing information to teachers about entry-level
job requirements). New partnership established with
Leadership Chattanooga to serve and ensure
alignment of services to school and community
needs.
Parental Support: OKM will support teachers
through increased, relevant parental involvement
through a full-time Family Partnership Specialist
who will establish and maintain open lines of
communication, coordinate volunteer opportunities,
and provide learning opportunities to aid parents to
better serve their children and support teachers in
the educational process.
Culture and Climate
Public Relations: OKM will work with local college
teacher preparation academies to target prospective
31
TDOE SIG Application revised 12/3/12
Appendix H
qualified teachers; will continue to communicate
through local media outlets, newsletters, and
websites (iZone, school, national), sharing quality
program information, successes, and information
concerning school improvement; and elicit input
and staff involvement on public relations.
Sense of Community: OKM teachers will develop
positive working relationships with co-workers
through collaborative activities and professional
development opportunities that promote and/or
require teamwork. A sense of belonging,
partnerships, and loyalty will enhance continued
school improvement efforts and teacher retention.
Recognitions and Celebrations: OKM will continue
to demonstrate their awareness and commitment to
all teachers by utilizing motivational tools/strategies
to recognize staff members’ accomplishments
and/or their successful programs and to celebrate
school improvement successes (i.e., hospitality
committee, teacher of the week, teacher of the year,
personal awards/recognitions).
Building Positive Student Relationships: Teachers
will be provided with learning opportunities to
increase their ability to engage students and get
them excited about learning; build rapport, respect
and positive classroom atmospheres; and guide
students to become independent learners. Increased
student attendance will be a resulting outcome of
positive student relationships.
In addition to the TIF for performance pay, recruitment
and growth opportunities will include the following:
32
TDOE SIG Application revised 12/3/12
Appendix H
Signing bonuses for highly effective teachers
committing to a 3 year contract in hard to staff areas:
$500 end of year bonus for the attainment of the
teacher attendance goal: 97%
A transformation model is one which the LEA must implement each of the following comprehensive instructional reform strategies.
“OKMS Fusion for Success” is designed to address the
Summer 2013,
Le Andrea Ware,
6. Use data to identify and implement an
unique
needs
of
the
students
served.
Through
staff,
2014,
2015
Innovation Zone
instructional program that is researchstudent, and parent surveys as well as our student
Director
based and “vertically aligned” from one
academic
performance
data,
it
was
determined
that
a
grade to the next as well as aligned with
more engaging approach to teaching and learning was
Brent Webb,
October 2013, 2014,
State academic standards
required. Motivation, as well as classroom
environment, management techniques, and expectations
had to be creatively enhanced.
To meet those needs vertically, Quantum Learning was,
and will continue to be implemented. The strategies and
philosophies are applicable from one grade level to the
next and provide a research-based approach to the
design and delivery on core content, an orchestration of
teacher moves and patterns that lead students to more
“moments of learning”, and synthesizes the best
teaching practices into an effective, comprehensive
model that can be applied in all classrooms
Innovation Zone Data
Analyst
2015
January 2014, 2015,
2016
March 2014, 2015,
2016
Weekly Vertical
(Departmental)
Learning Sessionsevery Tuesday
Crystal Sorrells,
Principal
Rashaad Williams,
Assistant Principal
Content Instructional
Coaches- LaShandra
Rivers, Jennifer Horton
iZone School
Leadership Teams
(administrators,
teachers, instructional
coaches, transformation
specialists, team
leaders, department
chairpersons)
iZone SIG Coordinator
33
TDOE SIG Application revised 12/3/12
Appendix H
(TBD)
Approved
vendors/external
providers for
professional
development
opportunities (Indictor
4-Professional
Development),
Quantum
Data Coach (TBD)
7. Promote the continuous use of student
data (such as from formative, interim, and
summative assessments) to inform and
differentiate instruction in order to meet
the academic needs of individual students
In order to respond to the increased amounts of data and
to effectively utilize such data from instructional
purposes and differentiation, the following will be
implemented:
Le Andrea Ware,
Innovation Zone
Director
Brent Webb,
Innovation Zone Data
Analyst
Appoint an in-house Data Manager/Coach
This individual will gather, analyze, and
disseminate information related to all school,
district, and state assessments. This individual will
guide administrators, teachers, and other
stakeholders to effectively utilize such data to dive
instruction and make informed decisions. As well,
this individual will lead the school Data Team and
train the members of the team, along with the staff,
through the Data Wise and Data in Action
processes.
Fall 2013
Establish and maintain a school Data Team
This team of administrators, instructional coaches,
teacher leaders, and stakeholder will be led by the
Data Manager/Coach to effectively analyze,
disaggregate and address students’ academic and
Fall 2013
Weekly, quarterly
data monitoring and
analysis
Crystal Sorrells,
Principal
Rashaad Williams,
Assistant Principal
Content Instructional
Coaches- LaShandra
Rivers, Jennifer Horton
iZone SIG
Transformation
Specialist (TBD)
34
TDOE SIG Application revised 12/3/12
Appendix H
behavioral needs based on current data (weekly
mini-assessments, quarterly assessments,
benchmark assessments, state assessments,
attendance data, and discipline data) to increase
student achievement.
Hiring an “At-Risk” Coordinator
This individual will work collaboratively with the
Data Manager/Coach to strategically identify
struggling students who are considered “at-risk”
academically and/or behaviorally. The “At-Risk”
Coordinator will use assessment data, attendance
data, behavioral data, and informal observations to
solidify a caseload of students, develop
individualized plans to meet student needs, and
communicate progress of students to parents, the
Data team, and other stakeholders to appropriately
adjust programming for students and to identify
outside resources for the students and families.
Summer 2013
Approved
vendors/external
providers for
professional
development
opportunities (Indic4Professional
Development),
Data Coach
(TBD)
A transformation model is one which the LEA must implement each of the following strategies to increase learning time and create community
oriented schools.
8. Establish schedules and implement
strategies that provide increased learning
time as defined in the SIG final
requirements.
OKM will extend selected school days and restructure
daily schedules to embed additional time and support
for teacher and student extended learning
opportunities.
Teacher sessions to include developing common
formative assessments, looking at and analyzing
student work; data analysis and guided instruction;
book studies and technology training.
Student Sessions will include enrichment opportunities
before or after school, Saturday sessions, summer
sessions and intersessions.
Summer
2013, 2014,
2015
October
2013, 2014,
2015
Le Andrea Ware,
Innovation Zone
Director
Brent Webb,
Innovation Zone Data
Analyst
iZone Project ManagerTBD
January
35
TDOE SIG Application revised 12/3/12
Appendix H
Extended Learning Opportunities for All Students300 Hours
Extended Day Schedule:
OKM will implement an extended day schedule of
32 select days, 16 in the fall of 2013 and 16 in the
spring of 2014. Students will attend for an
additional 1.50 hours per day during this time.
Restructured School Master Schedules:
OKM will restructure the master schedule to add in
90 hours per year to core classes. This will be done
in collaboration with elective classes in-house to
extend learning in core subjects (English, math,
sciences, foreign languages, history, etc.) on
selected days throughout the year.
2014, 2015,
2016
March 2014,
2015, 2016
Weekly
Vertical
(Departmenta
l) Learning
Sessionsevery
Tuesday
Crystal Sorrells,
Principal
Rashaad Williams,
Assistant Principal
Selected partners and
providers
OKM Afterschool and Summer Options
Sessions will be conducted for Transition Camps,
Intervention/Credit Recovery or Enrichment.
Extended Professional Learning Opportunities for
Teachers: 116 Hours
iZone Mini-Retreat – 16 hours- June 24-25; Time:
8-4p.m. (2 days)
Summer Collaborative Planning – 28 hours- Time:
8-3 (4 days)
Credit recovery, assessment, pacing,
alignment, mapping
Quality Circles – 18 hours- 1 hour bi-weekly after
36
TDOE SIG Application revised 12/3/12
Appendix H
school sessions
Content Teams – 36 hours – weekly after school
sessions
9. Provide ongoing mechanisms for family
and community engagement
Department Teams – 18 hours – bi-weekly sessions
Due to the lack of Family Partnership Specialist since
2010-2011, increasing lack of parent participation, as
well as no parents willing to serve in association
leadership roles, the OKMS Parent/Teacher
Association has been inactive since 2010-2011. In an
effort to engage OKMS parents and the community in
the teaching and learning process, the following
initiatives will be implemented. It is expected that
these initiatives will align with the overall focus of
“OKMS Fusion for Success” and the expectations of
the I-zone.
Hiring a Full-Time Family Partnership
Specialist
This transformation requires that administrators
own the position of Instructional/Learning
Leader(s). Therefore, it is necessary to have a
degreed professional in a position designed to
facilitate family and community engagement
opportunities. This individual will be responsible
for planning events, soliciting school sponsors and
contributors, facilitating workshops for parents,
orchestrating outreach initiative for families,
collaborating with the Parent, Teacher, Student
Association, serving on the school Executive
Team, and bridging the gap between the school and
the community.
Le Andrea Ware,
Innovation Zone
Director
iZone Project Manager
Ongoing 2013- 2016
Crystal SorrellsOKMS Principal
Rashaad Williams –
OKMS Assistant
Principal
Quarterly
Family/Community
Events 2013-2016
Family Partnership
Specialist – TBD
Various Community
Partners
Selected Providers
Monthly learning
sessions 2013- 2016
Establishing “Parent Fusion University”
The Family Partnership Specialist will work with
the entire school to implement a series of literacy,
37
TDOE SIG Application revised 12/3/12
Appendix H
math and science family nights, open houses and
workshops geared towards providing parents with
the tools and strategies necessary to support their
families and encourage their children. These
sessions will also included outside service
providers, resources for adult learning (GED,
college access), and other support services such as
housing and credit counselors.
Monthly learning
sessions 2013- 2016
Quantum Learning for Parents (QLP)
As a supplement to “Parent Fusion University”,
Quantum Learning for parents will be provided to
enhance the school-home alignment and
connection. QLP gives parents learning and
communication tools to help support their children
in school and life. The course content includes:
1. Building a positive parent-child relationship
2. The four steps to building a healthy brain
3. How to share the homework experience
4. Creating a supportive study environment
5. Building rapport with your child’s teacher
6. Joint problem-solving
7. The power of praise
8. The 8 Keys of Excellence
9. Strengthening family bonds
10. Increasing student attendance
A transformation model is one which the LEA must implement each of the following strategies to provide operational flexibility and sustained
support.
38
TDOE SIG Application revised 12/3/12
Appendix H
10. Give the school sufficient operational
flexibility (such as staffing, calendars/time,
and budgeting) to implement fully a
comprehensive approach to substantially
improve student achievement outcomes
and increase high school graduation rates
HCDE has committed to providing the resources
needed to support the transformation process for
Orchard Knob Middle, including altering those policies
that could impede the success of School Improvement
initiatives. Highlights include:
Support the hiring of additional
support/resource personnel necessary to
sufficiently implement the school improvement
plan in each school (Literacy and numeracy
coaches, academic interventionists, behavioral
specialists, data coaches, Family/Community
Coordinators and technology support
technician, etc.).
Grant approval to allow Orchard Knob Middle
to utilize the expertise and resources of the
educational organizations and improvement
consultants to provide on-site training in the
delivery of effective research-based
instructional strategies and programs.
Continue to allow the alignment of additional
funding sources (including School
Improvement Grant funds, if approved) to
implement school improvement initiatives (i.e.,
technology enhancement, hiring of additional
personnel to support program implementation,
extended learning opportunities, summer
programs, professional development, data
assessment and analysis).
Support continued partnerships with parents,
Ongoing July 2013May 2016
Le Andrea Ware,
Innovation Zone Director
and Innovation Zone
Steering Committee
39
TDOE SIG Application revised 12/3/12
Appendix H
local businesses, post-secondary institutions,
and service organizations to strengthen the
commitment to and engagement in all iZone
schools.
(1) Ensure all hired teachers are properly
certified in their area of instruction, and (2)
document that teachers maintain satisfactory
yearly performance evaluations as set forth in
the approved evaluation system.
Support the process of allowing the flexibility
to hire, retain and/or remove staff as specified
in the SIG transformational and turnaround
models, upon approval, by rewarding and
retaining teachers who increase student
achievement, identifying and supporting those
who are in need of improvement, and
removing from all iZone schools, teachers
who, after being provided ample opportunities
to improve their professional practice, have
failed to do so.
Other “above and beyond” district supports for iZone
schools include:
Priority hiring timelines
Omission from district placements of displaced
teachers
Reduced pupil/teacher ratios
Structured autonomy regarding operational
matters such as accessibility to funding for
school needs and opportunities for faculty and
staff
11. Ensure that the school receives
ongoing, intensive technical assistance and
related support from the LEA, the SEA, or
a designated external lead partner
To ensure Orchard Knob Middle receives timely
support and responses, the HCDE iZone Office has
been established to coordinate the work of all central
office divisions and ensure that the school is fully
Monthly
July 2013- May
2016
Le Andrea Ware,
Innovation Zone Director
and Innovation Zone
Steering Committee
40
TDOE SIG Application revised 12/3/12
Appendix H
organization (such as a school turnaround
organization or an EMO)
supported and needs are addressed as efficiently and
effectively as possible. Technical Assistance will
constantly be provided through a cross-divisional
coordination accomplished through monthly iZone
Steering Committee Meetings. Also, ongoing campus
reviews of the leading SIG indicators will occur on a
monthly basis.
Permissible Strategies for the Implementation of the Transformation Model
A transformation model is one which the LEA may implement any of the following required strategies to:
(Strategies #12-26)
Develop and increase teacher and school leader effectiveness
Provide comprehensive instructional reform strategies
Increase learning time and create community oriented schools
Provide operational flexibility and sustained support.
See indicators #3 and 5
12. Providing additional compensation to
attract and retain staff with the skills
necessary to meet the needs of the students
in a transformation school
Teacher evaluation data (via Project Coach classroom
Ongoing 2013-2016
13. Instituting a system for measuring
Daily
changes in instructional practices resulting observations) will be reviewed monthly to identify
continued
needs
and
also
improvements
in
Weekly
from professional development
instructional practices developed through embedded
professional development. These reviews will be used
to inform professional development plans for all
teachers and any performance improvement plans
established out of concerns.
Quarterly
Semester
Annually
Le Andrea Ware,
Innovation Zone
Director
iZone Project Manager
Crystal SorrellsOKMS Principal
Rashaad Williams –
OKMS Assistant
Principal
41
TDOE SIG Application revised 12/3/12
Appendix H
14. Ensuring that the school is not
required to accept a teacher without the
mutual consent of the teacher and
principal, regardless of the teacher’s
seniority
15. Conducting periodic reviews to ensure
that the curriculum is being implemented
with fidelity, is having the intended impact
on student achievement, and is modified if
ineffective
Orchard Knob Middle will receive priority from the
HCDE Human Resource Department, the iZone
Director and iZone Project Manager to ensure high
quality teachers are recruited and retained for each
campus. No teachers, regardless of seniority will be
placed in Orchard Knob Middle without the mutual
consent of the principal, teacher and director.
The Data Manager/Coach at the school will support
and advise the principal on matters of change
management and ensuring timely implementation of
approved innovations that may require some
adjustment to iZone practices.
Priority recruiting
and hiring for OKMS
will begin January
2013- June 2013.
Le Andrea Ware –
Innovation Director
Crystal Sorrells,
Principal
Fall 2013 (on-going)
Bi-weekly Data
Team meetings
HCDE Human
Resource
Department
Le Andrea Ware,
Innovation Zone
Director
Brent Webb,
Innovation Zone Data
Analyst
The Data Manager/Coach also manages collection of
leading indicator data, supports principal’s
presentations of SIG quarterly milestones, and guides
the development, review, and adjustment of school
initiatives that may be impacted by Title I spending
and other grants.
Crystal Sorrells,
Principal
Rashaad Williams,
Assistant Principal
Data Team meetings will be held bi-weekly to review
curricular practices versus assessment results and make
recommendations for adjusting practices.
Content Instructional
Coaches- LaShandra
Rivers, Jennifer Horton
iZone SIG
Approved
vendors/external
providers
42
TDOE SIG Application revised 12/3/12
Appendix H
Title 1 funded At-Risk
Coordinator-TBD
16. Implementing a school-wide
“response-to-intervention” model
Student academic and behavioral performance will be
reviewed weekly by grade-level teams, identifying
students by tiers in terms of need for intervention.
Intervention plans will be developed by the academic
and School-wide Behavioral Support teams for each
tier of academic and behavioral need.
Ongoing 2013-2016
Daily
Weekly
Monthly
Quarterly
Crystal Sorrells,
Principal
Rashaad Williams,
Assistant Principal
iZone SIG
Transformation
Specialist (TBD)
Title 1 funded At-Risk
Coordinator-TBD
17. Providing additional supports and
professional development to teachers and
principals in order to implement effective
strategies to support students with
disabilities in the least restrictive
environment and to ensure that limited
English proficient students acquire
language skills to master academic content
Professional Development Plans and Professional
Improvement Plans will be developed in collaboration
with individual teachers to support them with strategies
and best practices for serving diverse learners. School
wide professional development plans for each school
year (2013-2016) will be developed during the
preceding summer by the school administration, IZone
Curriculum and Instruction Supervisor, instructional
coaches, and teacher team leaders. The planning team
will determine the Targeted Focus for Annual Plans
using student achievement data, teacher surveys, and
teacher evaluation data. Specific training and support
for inexperienced teachers will be included in the
Plans, with monthly coaching sessions designed to
address identified areas of need.
Summers 2013,
2014, 2015
Le Andrea Ware,
Innovation Zone
Director
Innovation Zone
Curriculum and
Instruction Supervisor
Margaret Abernathy –
Exceptional Ed.
Director
Crystal Sorrells,
Principal
Inclusion and Co-teaching practices will be enhanced
through support from HCDE’s Exceptional Education
43
TDOE SIG Application revised 12/3/12
Appendix H
Lead teachers and training with the National Institute
for Urban School Improvement funded through our
school based Title 1 budget. Through the Inclusive
Schooling Module and the Co-teaching Module,
teachers will better understand the relationship between
the regular educator and the general educator, develop
strategies for co-teaching, and better understand the
need for purposeful, effective planning while
addressing diverse learners.
Rashaad Williams,
Assistant Principal
Content Instructional
Coaches- LaShandra
Rivers, Jennifer Horton
iZone SIG Coordinator
(TBD)
Approved
vendors/external
providers
Title 1 funded At-Risk
Coordinator-TBD
OKMS Teaching Staff
18. Using and integrating technologybased supports and interventions as part of
the instructional program
As students are being prepared to be successful in the
21st century, it is necessary for technology to be
accessible, current, and effectively implemented to
enhance instruction and improve student achievement.
As well, as the state prepares to meet the demands of
common core, basic structures must be in place to
support this shift. OKMS will pursue local technology
grants through UNUM, TVA, other local grants as well
as allocate Title 1 funding to secure these resources.
The following will support the need for technology and
interventions for enhanced instructional programming:
Panaboard interactive systems installed in every
core content classroom that does not currently have
one
Two computer lab upgrades to include servers and
infrastructures necessary to run on-line programs
Fall 2013 (on-going)
Crystal Sorrells,
Principal
Rashaad Williams,
Assistant Principal
Technology
Coordinator,
Instructional Coaches
44
TDOE SIG Application revised 12/3/12
Appendix H
Internet access to Common Core COACH On-line
Thee mobile I-pad labs (one per grade level) with
core content applications, leveled reading books,
and instructional games
Building-wide wireless internet access
19. In secondary schools-(a) n/a at middle school level
(a) Increasing rigor by offering
opportunities for students to enroll in
advanced coursework (such as Advanced
Placement or International Baccalaureate;
(b) 6th & 8th Grade Transition Program
or science, technology, engineering, and
Implement a Middle School Transition
mathematics courses, especially those that
Program whereby members of the 8th grade
incorporate rigorous and relevant project-,
class are trained to act as positive role models,
inquiry-, or design-based contextual
motivators, leaders and teachers who guide the
learning opportunities), early-college high
6th graders to discover what it takes to be
schools, dual enrollment programs, or
successful in middle school.
thematic learning academies that prepare
8th Grade Transition Program
students for college and careers, including
Partner with feeder pattern high schools
by providing appropriate supports designed
(Brainerd and Howard High) to establish a
to ensure that low-achieving students can
program for a seamless transition to high
take advantage of these programs and
school for 8th grade students.
coursework
(b) Improving student transition from
New Student Induction Program
middle to high school through summer
To address the on-going high-mobility of our
transition programs or freshman academies
student-body, this in-house transition program
(c) Increasing graduation rates through,
will be designed and led by guidance
for example, credit-recovery programs, recounselor. New students throughout the school
engagement strategies, smaller learning
year will receive initial induction and support
communities, competency-based
to ease their transition into the school
community and academic program. Team
instruction and performance-based
teachers and student peer-buddies will provide
assessments, and acceleration of basic
daily monitoring and support throughout the
reading and mathematics skills; or
year.
(d) Establishing early-warning systems to
identify students who may be at risk of
Crystal Sorrells,
Principal
Rashaad Williams,
Assistant Principal
Summer 2013
iZone SIG
Transformation
Specialist (TBD)
Title 1 funded At-Risk
Coordinator-TBD
Fall 2013
August 2013
OKMS Guidance
Counselor- Jennifer
Mickle
OKMS Teachers
45
TDOE SIG Application revised 12/3/12
Appendix H
failing to achieve to high standards or
graduate
20. Partnering with parents and
parent organizations, faith- and
community-based organizations, health
clinics, other State or local agencies, and
others to create safe school environments
that meet students’ social, emotional, and
health needs
(c) n/a at middle school level
(d) Quarterly progress monitoring by grade-level teams
and data manager to identify students performing
below proficiency and develop an action plan for
addressing areas of deficiency.
October 2013,
January 2014, March
2014, June 2014
Data Dashboard provides real time reports to assist
with flagging students with attendance, academic or
behavior concerns so that intervention may be
established or adjusted.
Due to the lack of Family Partnership Specialist since
2010-2011, increasing lack of parent participation, as
well as no parents willing to serve in association
leadership roles, the OKMS Parent/Teacher
Association has been inactive since 2010-2011.
Weekly reviews and
team discussions.
Ongoing 2013-2016
Crystal SorrellsOKMS Principal
Rashaad Williams –
OKMS Assistant
Principal
OKMS has reestablished our Parent/Teacher
Association, however, with an active President and a
part-time Family Partnership Specialist to increase
collaboration between our family stakeholders and our
faculty and staff, enhancing our home-school
connections and support.
Family Partnership
Specialist – TBD
OKMS PTA President
Various Community
Partners
21. Extending or restructuring the school
day so as to add time for such strategies as
advisory periods that build relationships
between students, faculty, and other
school staff
22. Implementing approaches to improve
See indicator #8
OKMS will enhance our SWPBS (School Wide
Training and plan
46
TDOE SIG Application revised 12/3/12
Appendix H
school climate and discipline, such as
implementing a system of positive
behavioral supports or taking steps to
eliminate bullying and student harassment
Positive Behavior Support) initiative. The (SWPBS)
School-Wide Positive Behavior Support is a researchbased, highly effective, approach to creating, teaching,
and reinforcing students’ social, emotional, and
academic learning skills. All OKMS staff will use this
uniform and positive method in all school settings
(classroom, hallways, cafeterias and bus) to establish a
predictable, consistent, and positive school culture for
all students and staff. We will focus on prevention,
intercede to correct individual student behavioral
"miscues," and consistently and frequently reward
students and parents who support and accomplish the
school wide expectations (95% attendance rate and
self- behavioral management, academic excellence) to
promote continuous school improvement.
development for new
and returning staff
July 2013
To complement this structure, Quantum Learning will
continue to be implemented to increase student
engagement as well as attendance rates. In addition,
Quantum Learning for Student (QLS) and SuperCamp
programs will increase student understanding of
expectations and enhance the lifelong learning
qualities. These programs will also support students in
raising grades and test scores and increasing
confidence and motivation.
Fall 2013
Crystal SorrellsOKMS Principal
Rashaad Williams –
OKMS Assistant
Principal
Family Partnership
Specialist – TBD
Various Community
Partners
Karen Glenn- HCDE
SWPBS Trainer
Hiring an “OKMS Fusion” Teacher
This certified teacher will provide engaging
lessons and activities for identified students who
are bordering on proficiency. The class will be
taught as a related arts class and will focus on the
Quantum curriculum, AVID methodologies, and
other skills and qualities necessary for becoming
college-ready. Providing this type of instruction
during the regular school day will enhance the
overall school climate and build capacity in student
47
TDOE SIG Application revised 12/3/12
Appendix H
leaders who will have been formally trained. This
training will include PAGES reading strategy,
academic strategies, note taking/mind mapping,
test-taking strategies, communication and
relationships, creative thinking, problem solving,
and goal setting.
23. Expanding the school program to offer
full-day kindergarten or pre-kindergarten
24. Allowing the school to be run under a
new governance arrangement, such as a
turnaround division within the LEA or
SEA
n/a
The Hamilton County Board of Education officially
established the HCDE Innovation Zone and appointed
Le Andrea Ware as the iZone Director. The iZone
Director and her team will provide the focused support
and hands-on assistance for Orchard Knob Middle that
will now operate under their direct supervision.
Ongoing 2013-2016
Le Andrea Ware,
Innovation Zone
Director
25. Implementing a per-pupil schoolbased budget formula that is weighted
based on student needs
Transformation Pre-Implementation Activities
Please note: The activity categories listed below are not an exhaustive or required list. Rather, they illustrate possible activities that the LEA may list,
depending on the needs of the school.
Pre-Implementation Activities:
Pre-Implementation allows the LEA to prepare for full implementation of a school
intervention model at the start of the 2012-2013 school year. To help in its
preparation, an LEA may use federal FY 2010 SIG funds in its SIG schools after the
LEA has been awarded a SIG grant for those schools based on having a fully
approvable application consistent with SIG final requirements.
To help in its preparation, as soon as it receives the funds, the LEA may use part of
its first-year allocation for SIG related activities in schools that will be served with
federal FY 2010 SIG funds.
Activities must align to schools’ needs assessment and requirements of the
intervention model; represent change; be reasonable, necessary, and allowable; be
researched-based; and be implemented prior to the beginning of the 2012-2013
In a list format, provide a description of how the LEA
will use federal FY 2010 SIG funds in its newly
identified SIG schools. Include the cost for each
activity. Items in this section must be included in the
Budget/Budget Justifications.
In a list format, provide a brief description of each preimplementation activity. Each activity must support a
TSIPP goal and action step and must be included in the
school’s budget and budget justification
Pre-Implementation Activities:
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academic school year.
Activity Categories with Sample Activities:
Family and Community Engagement: Hold community meetings to review school
performance, discuss the school intervention model to be implemented, and develop
school improvement plans in line with the intervention model selected; survey
students and parents to gauge needs of students, families, and the community;
communicate with parents and the community about school status, improvement
plans, choice options, and local service providers for health, nutrition, or social
services through press releases, newsletters, newspaper announcements, parent
outreach coordinators, hotlines, and direct mail; assist families in transitioning to
new schools if their current school is implementing the closure model by providing
counseling or holding meetings specifically regarding their choices; or hold open
houses or orientation activities specifically for students attending a new school if
their prior school is implementing the closure model.
Rigorous Review of External Providers: Conduct the required rigorous review
process to select a charter school operator, a CMO, or an EMO and contract with
that entity (see C-5); or properly recruit, screen, and select any external providers
that may be necessary to assist in planning for the implementation of an intervention
model.
Staffing: Recruit and hire the incoming principal, leadership team, instructional
staff, and administrative support; or evaluate the strengths and areas of need of
current staff.
Instructional Programs: Provide remediation and enrichment to students in schools
that will implement an intervention model at the start of the 2012-2013 school year
through programs with evidence of raising achievement; identify and purchase
instructional materials that are research-based, aligned with State academic
standards, and have data-based evidence of raising student achievement; or
compensate staff for instructional planning, such as examining student data,
developing a curriculum that is aligned to State standards and aligned vertically
from one grade level to another, collaborating within and across disciplines, and
To prepare for the implementation of the transformation
model as detailed in this School Improvement Plan, the
district and school will focus on planning and preimplementation activities in the following areas:
Recruitment and selection: Leadership will project
vacancies for next school year over the winter
months, and will prioritize recruitment of highly
effective teachers who demonstrate the
competencies and skill set that will make them a
good fit for the school’s transformation plan and
teaching needs. Prior to the receipt of the School
Improvement Grant, the leadership team will
develop job descriptions for anticipated vacancies
and upon receipt of the grant, will advertise
strategically.
Planning and Implementation of summer
professional development: The administration will
plan the Summer 2013 iZone Institute and
communicate with iZone leadership, teachers, and
staff regarding the institute. This institute will be
implemented in Summer 2013.
Professional development planning: The
administration will create a plan for implementation
of job-embedded professional development around
instructional strategies, behavior management, and
the use of data. The plan will include a professional
development schedule for the year, determination of
associated resources necessary, purchasing of
necessary resources (e.g. materials from the
Teachers Development Group), and communication
and training for administrators and teachers around
professional development. Any professional
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devising student assessments.
Professional Development and Support: Train staff on the implementation of new
or revised instructional programs and policies that are aligned with the school’s
comprehensive instructional plan and the school’s intervention model; provide
instructional support for returning staff members, such as classroom coaching,
structured common planning time, mentoring, consultation with outside experts, and
observation of classroom practice, that is aligned with the school’s comprehensive
instructional plan and the school’s intervention model; or train staff on the new
evaluation system and locally adopted competencies.
Preparation for Accountability Measures: Develop and pilot a data system for use
in SIG-funded schools; analyze data on leading baseline indicators; or develop and
adopt interim assessments for use in SIG-funded schools.
development that should happen before the
beginning of the school year will be implemented.
The iZone will likewise determine and communicate
a professional development plan for the year, and
train school leaders and communicate the plan
accordingly.
Extended learning time: The content of parent and
teacher and student sessions for extended learning
sessions will be planned. Any necessary planning
and resources associated with extended learning
time sessions will be occur over the summer of 2013
beginning July 1.
Teacher evaluation: The iZone leadership will plan
the schedule and resources associated with
implementing the teacher evaluation system,
including a schedule for observations and
evaluations and determination of any necessary
resources (e.g. school leaders’ time and materials for
developing professional development plans and
professional improvement plans). The iZone will
train school leaders on the teacher evaluation
system, including effective evaluation and support
of teachers, and communicate the teacher evaluation
system, to teachers before the start of the 2013-14
school year.
Development of curriculum maps, pacing guides
and common formative assessments.
Response to Intervention: The administration, in
collaboration with appropriate teachers and staff,
will determine and implement a plan for response to
intervention (RTI). The plan will include the
schedule for and resources necessary to train
teachers and staff on RTI, identify students in need
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Appendix H
of RTI, and provide daily and weekly RTI support.
Any training that needs to be done will be
implemented in July. The plan will also specify
teachers and staff who will be involved in providing
RTI support.
External Partnerships: The school will set aside
time prior to the beginning of the school year to
make any plans for expanding membership in parent
groups and for adjusting partnerships with behavior
management programs and community
organizations, will communicate any adjustments to
relevant stakeholders, and will implement any
associated activities.
Professional Development:
Ongoing professional development, including job-embedded training designed to build capacity and support staff, is an integral part of successful
school reform. While no specific amount of SIG funds are required for professional development, plans for professional development to be
provided through SIG must be included in TSIPP Component 4 (goals, actions steps, and implementation plans). This includes literacy and
mathematics training for the staff unless the school demonstrates proficiency in this area.
Who in the LEA will ensure implementation of professional development plans with SIG funds? Le Andrea Ware, iZone Director,
Preston Gonter, Director of Federal Programs, TBD- SIG Coordinator
Provide this school’s PD plan including topics and projected dates. Attached
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Appendix H